Factoría 4.7 – Latin American Platform for Education for Sustainable Development
UN ETXEA - Basque Country Association for UNESCO
(
Non-governmental organization (NGO)
)
#SDGAction53416
Description
UN Etxea is developing the Factoría 4.7 project as part of UNESCO's global
strategy on Education for Sustainable Development (ESD) within the Latin American region with the aim of advancing the 2030 Agenda through target 4.7 of the Sustainable Development Goals (SDGs). This project is being articulated around
(1) knowledge management;
(2) multi-stakeholder and multi-sector partnerships; and
(3) a communication strategy,
all within the Latin American context.
1. Main Line of Action (MLA) 1: Knowledge Management in Education for the 2030 Agenda
In order to democratize access to quality pedagogical tools on ESD with a gender and rights approach in Latin America, Factoría 4.7 creates, feeds and manages a digital portal that will make quality ESD pedagogical tools available to any interested agent. Specifically, it identifies, compiles, systematizes and disseminates educational resources, materials, supports and good practices in ESD, social pedagogy and citizen participation in each SDG and in each area related to the 2030 Agenda, and that are consistent with its cross-cutting values (Sustainability, Human Rights, Gender Equality and Equity and Interculturality).
2. MLA 2: Multi-stakeholder partnerships to advance Education for the 2030 Agenda
Factoría 4.7 promotes cooperation within the Latin American space to promote Strategic Alliances around the 2030 Agenda, through Education. Through multi-actor collaboration processes, Factoría 4.7 generates stable spaces for cooperation, articulation and convergence of the different efforts between different sectors involved in the implementation of the 2030 Agenda (States, local authorities, UN and international organizations, civil society, academic community and population). This will contribute to
making the sustainable development perspective the driving force of the Latin American education agenda.
3. MLA 3: Implementing a communication strategy on Agenda 2030
By means of a general strategy on communication for action, UN Etxea will help citizens to feel challenged and main actors of the transformation towards sustainable and inclusive development; to feel part of the 2030 Agenda process, by promoting responsible individual and collective attitudes, to demand a more ambitious action for the 2030 Agenda, and to
adopt ways of life putting Human Rights, Gender Equality and Equity, and Environmental Protection at the centre.
Knowledge sharing mechanisms via the on-line learning platform pillar of Factoria 4.7.
Space for best practices, news, events, training opportunities, free- and open-source pedagogical resources on ESD and SDGs.
At the local level, coordination is mainly articulated through the Regional Centre of Expertise (RCE) in Education for Sustainable Development (ESD) Basque Country-Navarre.
Further, at the global level, working groups are being developed and coordinated jointly with other RCEs within the European Region.
Interlocution is being pursued with government institutions, NGOs, academic institutions in various countries within the LAC region (in particular Portugal, Ecuador, Uruguay, Chile, Peru and Costa Rica) to enhance collaboration within the framework of the Factoria 4.7 objectives.
The project promoted by UNESCO Etxea already has
the fundamental support of four driving entities: UNESCO, the Basque Agency for Development Cooperation (AVCD), the Spanish Agency for International Development Cooperation (AECID), and the General Secretariat for Latin America (SEGIB). Factoría 4.7 will complement and align with the work of public and private initiatives that contribute to promoting Education linked to the 2030 Agenda and its values.
A total of 44 entities represented in RCE Basque Country-Navarre listed here are already part of it:
https://www.factoria-4-7.org/rce-basque-country-navarre/
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
Goal 17
Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development
17.1
Strengthen domestic resource mobilization, including through international support to developing countries, to improve domestic capacity for tax and other revenue collection
17.1.1
17.1.2
17.2
Developed countries to implement fully their official development assistance commitments, including the commitment by many developed countries to achieve the target of 0.7 per cent of ODA/GNI to developing countries and 0.15 to 0.20 per cent of ODA/GNI to least developed countries; ODA providers are encouraged to consider setting a target to provide at least 0.20 per cent of ODA/GNI to least developed countries
17.2.1
17.3
Mobilize additional financial resources for developing countries from multiple sources
17.3.1
Additional financial resources mobilized for developing countries from multiple sources
17.3.2
17.4
Assist developing countries in attaining long-term debt sustainability through coordinated policies aimed at fostering debt financing, debt relief and debt restructuring, as appropriate, and address the external debt of highly indebted poor countries to reduce debt distress
17.4.1
17.5
Adopt and implement investment promotion regimes for least developed countries
17.5.1
Number of countries that adopt and implement investment promotion regimes for developing countries, including the least developed countries
17.6
Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation and enhance knowledge sharing on mutually agreed terms, including through improved coordination among existing mechanisms, in particular at the United Nations level, and through a global technology facilitation mechanism
17.6.1
Fixed broadband subscriptions per 100 inhabitants, by speed
17.7
Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms, including on concessional and preferential terms, as mutually agreed
17.7.1
Total amount of funding for developing countries to promote the development, transfer, dissemination and diffusion of environmentally sound technologies
17.8
Fully operationalize the technology bank and science, technology and innovation capacity-building mechanism for least developed countries by 2017 and enhance the use of enabling technology, in particular information and communications technology
17.8.1
17.9
Enhance international support for implementing effective and targeted capacity-building in developing countries to support national plans to implement all the Sustainable Development Goals, including through North-South, South-South and triangular cooperation
17.9.1
Dollar value of financial and technical assistance (including through North-South, South‑South and triangular cooperation) committed to developing countries
17.10
Promote a universal, rules-based, open, non-discriminatory and equitable multilateral trading system under the World Trade Organization, including through the conclusion of negotiations under its Doha Development Agenda
17.10.1
17.11
Significantly increase the exports of developing countries, in particular with a view to doubling the least developed countries’ share of global exports by 2020
17.11.1
Developing countries’ and least developed countries’ share of global exports
17.12
Realize timely implementation of duty-free and quota-free market access on a lasting basis for all least developed countries, consistent with World Trade Organization decisions, including by ensuring that preferential rules of origin applicable to imports from least developed countries are transparent and simple, and contribute to facilitating market access
17.12.1
Weighted average tariffs faced by developing countries, least developed countries and small island developing States
17.13
Enhance global macroeconomic stability, including through policy coordination and policy coherence
17.13.1
17.14
Enhance policy coherence for sustainable development
17.14.1
17.15
Respect each country’s policy space and leadership to establish and implement policies for poverty eradication and sustainable development
17.15.1
17.16
Enhance the Global Partnership for Sustainable Development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources, to support the achievement of the Sustainable Development Goals in all countries, in particular developing countries
17.16.1
Number of countries reporting progress in multi-stakeholder development effectiveness monitoring frameworks that support the achievement of the Sustainable Development Goals
17.17
Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships
17.17.1
Amount in United States dollars committed to public-private partnerships for infrastructure
17.18
By 2020, enhance capacity-building support to developing countries, including for least developed countries and small island developing States, to increase significantly the availability of high-quality, timely and reliable data disaggregated by income, gender, age, race, ethnicity, migratory status, disability, geographic location and other characteristics relevant in national contexts
17.18.1
Statistical capacity indicators
17.18.2
17.18.3
Number of countries with a national statistical plan that is fully funded and under implementation, by source of funding
17.19
By 2030, build on existing initiatives to develop measurements of progress on sustainable development that complement gross domestic product, and support statistical capacity-building in developing countries
17.19.1
17.19.2
Proportion of countries that (a) have conducted at least one population and housing census in the last 10 years; and (b) have achieved 100 per cent birth registration and 80 per cent death registration
SDG 14 targets covered
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Deliverables & Timeline
Resources mobilized
Partnership Progress
Feedback
Action Network
Type of initiative
Share
Timeline
Entity
Geographical coverage
Other beneficiaries
In order to respond to the approach proposed by the 2030 Agenda, Factoría 4.7 will work with various social actors, involving them in the project processes and
activities, and seeking good coordination between these actors. These will include governments, parliaments, the United Nations system and other international institutions, local authorities, indigenous peoples, civil society, businesses and the private sector, the scientific and academic community and the entire population.
More information
Countries
Contact Information
Samuel Fernández Diekert, Education for Sustainable Development (ESD) Programme Specialist